This ppt was made for our stupid projects..... The main purpose behind uploading this ppt is that no one should suffer like us and waste their time behind these stupid things... concentrate on your studies..
This ppt was made for our stupid projects..... The main purpose behind uploading this ppt is that no one should suffer like us and waste their time behind these stupid things... concentrate on your studies..
The rime of the ancient mariner PART 5NISHKAM GARG
WITH PARAPHRASE AND MEANINGS .
WITH AUTHOR DETAIL AND THE SUMMARY OF THE WHOLE POEM WITH ATTRATIVE PICTURES
GET FULL MARKS 10 ON 10 WITH THIS PPT
THIS IS MY EXPERIENCE.......................................................................................................................................................................
SIMPLY USE IT FOR YOUR ASSESMENT
This is a presentation on the 2nd part of rime of the ancient mariner by S.T.Colerige. This will be useful for class 10 cbse students for their projects
The Rime of the Ancient Mariner relates the experiences of a sailor who has returned from a long sea voyage. The mariner stops a man who is on the way to a wedding ceremony and begins to narrate a story. The wedding guests reaction turns from bemusement to impatience to fear to fascination as the mariner's story progresses, as can be seen in the language style: Coleridge uses narrative techniques such as personification and repetition to create a sense of danger, the supernatural, or serenity, depending on the mood in different parts of the poem.
The rime of the ancient mariner PART 5NISHKAM GARG
WITH PARAPHRASE AND MEANINGS .
WITH AUTHOR DETAIL AND THE SUMMARY OF THE WHOLE POEM WITH ATTRATIVE PICTURES
GET FULL MARKS 10 ON 10 WITH THIS PPT
THIS IS MY EXPERIENCE.......................................................................................................................................................................
SIMPLY USE IT FOR YOUR ASSESMENT
This is a presentation on the 2nd part of rime of the ancient mariner by S.T.Colerige. This will be useful for class 10 cbse students for their projects
The Rime of the Ancient Mariner relates the experiences of a sailor who has returned from a long sea voyage. The mariner stops a man who is on the way to a wedding ceremony and begins to narrate a story. The wedding guests reaction turns from bemusement to impatience to fear to fascination as the mariner's story progresses, as can be seen in the language style: Coleridge uses narrative techniques such as personification and repetition to create a sense of danger, the supernatural, or serenity, depending on the mood in different parts of the poem.
Apresento aqui uma introdução à poesia de Samuel Taylor Coleridge, que em colaboração com William Wordsworth, é considerado fundador do movimento romântico na Inglaterra. Poeta inspirado e profícuo, seus versos foram as sementes das principais ideias que vicejaram durante o final do século XVIII e início do século XIX. .
The ancient mariner is a poem written by Samuel Taylor Coleridge. In this poem, he talks about an old sailor who happened to stop one of the three wedding guests to listen to his woeful tale. The wedding guest was bewitched by the mariner's glittering eye and he sat down to hear his narrative of his disastrous journey he undertook.
1)Read chapter 20 in CoffinStacey. (read something about Coffin.docxNarcisaBrandenburg70
1)
Read chapter 20 in Coffin/Stacey.
(read something about Coffin/Stacey and write just one pragpragh about it)
2)
read some selections of
Romantic Poems
and write a one-page paper in which you examine some of the main characteristics of the Romantic era. Please be sure to include quoted material.
Romantic Poems
:
Samuel Coleridge
, "Kubla Khan" (1798)
In Xanadu did Kubla Khan
A stately pleasure-dome decree;
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.
So twice five miles of fertile ground
With walls and towers were girdled round;
And here were gardens bright with sinuous rills
Where blossomed many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery.
But O, that deep romantic chasm which slanted
Down the green hill athwart a cedarn cover!
A savage place! as holy and enchanted
As e'er beneath a waning moon was haunted
By woman wailing for her demon-lover!
And from this chasm, with ceaseless turmoil seething,
As if this earth in fast thick pants were breathing,
A mighty fountain momently was forced;
Amid whose swift, half-intermittent burst
Huge fragments vaulted like rebounding hail,
Or chaffy grain beneath the thresher's flail.
And 'mid these dancing rocks at once and ever
It flung up momently the sacred river.
Five miles meandering with a mazy motion
Through wood and dale the sacred river ran,
Then reached the caverns measureless to man,
And sank in tumult to a lifeless ocean;
And 'mid this tumult Kubla heard from far
Ancestral voices prophesying war!
The shadow of the dome of pleasure
Floated midway on the waves;
Where was heard the mingled measure
From the fountain and the caves.
It was a miracle of rare device,
A sunny pleasure-dome with caves of ice!
A damsel with a dulcimer
In a vision once I saw.
It was an Abyssinian maid,
And on her dulcimer she played,
Singing of Mount Abora.
`Could I revive within me
Her symphony and song,
To such a deep delight 'twould win me
That with music loud and long,
I would build that dome in air,
That sunny dome! those caves of ice!
And all who heard should see them there,
And all should cry, Beware! Beware!
His flashing eyes, his floating hair!
Weave a circle round him thrice,
And close your eyes with holy dread,
For he on honey-dew hath fed,
And drunk the milk of Paradise.
William Wordsworth
, "The Solitary Reaper" (1807)
Behold her, single in the field,
Yon solitary Highland Lassl
leaping and singing by herself;
Stop here, or gently passl
Alone she cuts and binds the grain,
And sings a melancholy strahl;
O listen for the Vale profound
Is overflowing with the sound.
No Nightingale did ever chaunt
More welcome notes to weary bands
Of travellers in some shally haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.
Will no on.
Selected from forty-seven books of over 4,000 compositions by Michael Curtis: Mostly chosen from those published in journals during the past quarter century.
English ppt rime of mariner [autosaved]Ian Mohammed
this is English ppt for the rime of the ancient mariner part 4.
I hope you will find this useful.
let me know if you have any comments or suggestions in the comments below
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Part v of The rime of the ancient mariner
1. The Rime of the Ancient
Mariner
Written by Samuel Taylor Coleridge
Presented by team blue - green
2. Part 5
The Rime of the Ancient Mariner is
written in loose, short ballad stanzas
usually either four or six lines long but
occasionally as many as nine lines long.
The meter is also somewhat loose, but
odd lines are generally tetra meter,
while even lines are generally tri meter.
The rhymes generally alternate in an A
B A B or A B A B A B scheme, though
there are again many exceptions.
3. The main idea of this poem is a moral
message, warning against thoughtless
and foolhardy actions such as the one
the Mariner performs in shooting the
albatross. The albatross had done the
Mariner no harm at all; in fact it seems it
had helped to guide his ship, so that his
wanton killing of it appears even more
inexcusable.
The poem shows the terrible
consequences of such a foolish and
cruel act, when the Mariner loses his
crew and finds himself alone and
doomed to wander the earth, telling
people like the young Wedding Guest
his woeful story and warning them to
always think before they act.
A subsidiary theme of the poem is that
one should respect nature and all living
things. The Mariner never gives any
reason for shooting the albatross; it
seems as if he does so simply because
he has the power to do so.
Introduction
4. Stanzas 67-70
Oh sleep! it is a gentle thing,
Beloved from pole to pole!
To Mary Queen the praise be given!
She sent the gentle sleep from Heaven,
That slid into my soul.
The silly buckets on the deck,
That had so long remained,
I dreamt that they were filled with dew;
And when I awoke, it rained.
My lips were wet, my throat was cold,
My garments all were dank;
Sure I had drunken in my dreams,
And still my body drank.
I moved, and could not feel my limbs:
I was so light—almost
I thought that I had died in sleep,
And was a blessed ghost.
5. Stanzas 67-70
Summary
Not only can he pray again, but he can also
sleep again. Exhausted from all the endless
cursing and dying of thirst, he falls asleep. He
credits Mary, the mother of Christ, for this
sleep.
Naturally, he dreams about drinking water. But
his dream actually comes true: it rains when he
wakes up. Sailors are really good at collecting
rainwater from their sails and in buckets, and
the Mariner has all the water he needs.
(In reality, a severely dehydrated person like
that would probably die from drinking too much
water too fast, but we won't quibble with
Coleridge on this one.)
He feels as light as if he had died and was now a
ghost. But a happy ghost
6. Stanzas 71-74
And soon I heard a roaring wind:
It did not come anear;
But with its sound it shook the sails,
That were so thin and sere.
The upper air burst into life!
And a hundred fire-flags sheen,
To and fro they were hurried about!
And to and fro, and in and out,
The wan stars danced between.
And the coming wind did roar more loud,
And the sails did sigh like sedge,
And the rain poured down from one black
cloud;
The Moon was at its edge.
The thick black cloud was cleft, and still
The Moon was at its side:
Like waters shot from some high crag,
The lightning fell with never a jag,
A river steep and wide.
7. Stanzas 71-74
Summary
Now that the curse has been lifted, more good
news follows. He hears a loud wind in the
distance. The sound of the wind rattles the dried
out sails. But it's important to remember that
the wind hasn't reached the ship yet.
He sees new activity in the sky. More stars
return, and he sees things he calls "fire-flags."
We have to think he's either talking about weird
lightning flashes – but without clouds to block
the stars – or the Aurora (in this case, the
Southern Lights).
He sees a black cloud, the partial moon and
lightning falling in perfectly vertical fashion.
We're not sure exactly what's going on, except
that these are wild descriptions.
8. Stanzas 75-80
The loud wind never reached the ship,
Yet now the ship moved on!
Beneath the lightning and the Moon
The dead men gave a groan.
They groaned, they stirred, they all uprose,
Nor spake, nor moved their eyes;
It had been strange, even in a dream,
To have seen those dead men rise.
The helmsman steered, the ship moved on;
Yet never a breeze up-blew;
The mariners all 'gan work the ropes,
Where they were wont to do;
They raised their limbs like lifeless tools—
We were a ghastly crew.
The body of my brother's son
Stood by me, knee to knee:
The body and I pulled at one rope,
But he said nought to me.
'I fear thee, ancient Mariner!'
Be calm, thou Wedding-Guest!
'Twas not those souls that fled in pain,
Which to their corses came again,
But a troop of spirits blest:
9. Stanzas 75-80
Summary
OK, so what was the point of the wind if it "never
reached the ship"? The wind was supposed make the
ship sail again, but it does no good at a distance. Except
if you have a mysterious force moving your ship: score!
The dead sailors rise up amid the thunder and lightning.
They look like zombies and don't say a word. But they all
do the jobs they are supposed to do, helping to sail the
ship.
The Mariner goes with the flow, and he basically says, "I
don't care if these people are just bodies with no souls,
as long as we get moving again, I'll help out."
The Wedding Guest interrupts the story again. He's not
the bravest Wedding Guest we've ever heard of. He's
afraid that the Mariner is now telling a zombie story.
The Mariner reassures the frightened Wedding Guest
that the bodies of the sailors were possessed not by
their original owners, but by a bunch of good spirits, like
angels. That helps !
The Mariner continues his story.
He knew that spirits were angels because, when dawn
comes, they all escape from the bodies and break out
into song.
10. Stanzas 81-85
For when it dawned—they dropped their arms,
And clustered round the mast;
Sweet sounds rose slowly through their mouths,
And from their bodies passed.
Around, around, flew each sweet sound,
Then darted to the Sun;
Slowly the sounds came back again,
Now mixed, now one by one.
Sometimes a-dropping from the sky
I heard the sky-lark sing;
Sometimes all little birds that are,
How they seemed to fill the sea and air
With their sweet jargoning!
And now 'twas like all instruments,
Now like a lonely flute;
And now it is an angel's song,
That makes the heavens be mute.
It ceased; yet still the sails made on
A pleasant noise till noon,
A noise like of a hidden brook
In the leafy month of June,
That to the sleeping woods all night
Singeth a quiet tune.
11. Stanzas 81-85
Summary
The spirits float around the ship
and sing like birds. They are like
an entire symphony of voices.
They stop singing after dawn,
but the sails continue to make a
pleasant sound like a stream
following through a forest.
The ship keeps moving, but
there's no wind. The Mariner is
sticking with his theory that
someone or something is
moving the boat from
underneath the ocean.
12. Stanzas 86-93
Till noon we quietly sailed on,
Yet never a breeze did breathe:
Slowly and smoothly went the ship,
Moved onward from beneath.
Under the keel nine fathom deep,
From the land of mist and snow,
The spirit slid: and it was he
That made the ship to go.
The sails at noon left off their tune,
And the ship stood still also.
The Sun, right up above the mast,
Had fixed her to the ocean:
But in a minute she 'gan stir,
With a short uneasy motion—
Backwards and forwards half her length
With a short uneasy motion.
Then like a pawing horse let go,
She made a sudden bound:
It flung the blood into my head,
And I fell down in a swound.
13. How long in that same fit I lay,
I have not to declare;
But ere my living life returned,
I heard and in my soul discerned
Two voices in the air.
'Is it he?' quoth one, 'Is this the man?
By him who died on cross,
With his cruel bow he laid full low
The harmless Albatross.
The spirit who bideth by himself
In the land of mist and snow,
He loved the bird that loved the man
Who shot him with his bow.'
The other was a softer voice,
As soft as honey-dew:
Quoth he, 'The man hath penance done,
And penance more will do.'
14. Stanzas 86-92
Summary
The Mariner explains his theory in more detail. The same
spirit "nine fathoms deep" that earlier caused such
problems near the Arctic has now decided to play nice
and guide the ship up to the equator. At noon the sun is
again directly above the mast, which means that we're
back at the equator.
The ship stops and remains motionless for a bit. Then, all
of a sudden, the ship takes off as if someone has just
released a really fast horse.
The force of this movement knocks out the Mariner, and
he loses consciousness. While in a stupor, he hears two
mysterious voices talking. We're back in supernatural
territory, here.
One of the voices wants to know if the Mariner is the guy
who shot the nice albatross. He sounds judgmental.
The other voice sounds gentler and says that the Mariner
has done a lot of penance for his mistake, and he'll do
more penance in the future.